St George's Catholic Primary School
Catchment Area, Reviews and Key Information

Primary
PUPILS
203
AGES
5 - 11
GENDER
Mixed
TYPE
Voluntary aided school
SCHOOL GUIDE RATING
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How Does The School Perform?

4 1 1 2 3 4
NATIONAL AVG. 2.08
Ofsted Inspection
(27/6/18)
Full Report - All Reports
78%
NATIONAL AVG. 65%
% pupils meeting the expected standard in reading, writing and mathematics



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Progress Compared With All Other Schools

UNLOCK Well Below Average (About 10% of schools in England) Below Average (About 8% of schools in England) Average (About 67% of schools in England) Above Average (About 5% of schools in England) Well Above Average (About 10% of schools in England) UNLOCK Well Below Average (About 10% of schools in England) Below Average (About 7% of schools in England) Average (About 64% of schools in England) Above Average (About 9% of schools in England) Well Above Average (About 10% of schools in England) UNLOCK Well Below Average (About 10% of schools in England) Below Average (About 11% of schools in England) Average (About 58% of schools in England) Above Average (About 10% of schools in England) Well Above Average (About 10% of schools in England)
Thorneloe Walk
Barbourne
Worcester
WR1 3JY
0190525841

School Description

The leadership team has maintained the good quality of education in the school since the last inspection. Since you became headteacher in April 2016, you have developed a school ethos that values pupils as individuals. The school’s motto, ‘Achieve, Believe, Care’, captures your vision perfectly and is at the heart of everyone’s work. As a result, St George’s Catholic Primary School is a happy and harmonious community in which pupils flourish. There have been considerable changes in staffing since the last inspection, including at senior leadership level. You and the governing body have ensured that these changes have not limited pupils’ progress. Senior leaders are knowledgeable and lead their areas of responsibility effectively. Together, you have developed a strong and cohesive team of teaching and support staff. Staff morale is high and pupils achieve well. You and senior leaders have an accurate understanding of what the school does well and what could be even better. This is because you make regular checks on the quality of teaching and pupils’ progress. Your pragmatic self-evaluation means there is a constant drive for improvement and a determination that all pupils will achieve. Parents are overwhelmingly supportive of the school. All of the parents who responded to Ofsted’s online questionnaire, Parent View, stated that their children are taught well and make good progress. The parents I spoke to commented about the school’s ‘family feel’, the high level of care for pupils and how well staff meet individual pupils’ needs, including those who have special educational needs (SEN) and/or disabilities. Pupils enjoy coming to school and attend well. They have positive attitudes and show a real desire to learn. Pupils concentrate well, work hard and listen attentively in lessons. They are proud of their school and learn to be caring, confident individuals who show respect for others. You and the staff have addressed the areas for improvement from the last inspection well. Pupils receive regular feedback during lessons to help them to improve their work. Pupils say they find this feedback helpful. As one pupil explained, ‘When we make mistakes, teachers will help us.’ Children in the early years have individual ‘smarty pants’ targets to address their next steps in learning. Children enjoy the challenge these targets provide and busily work towards them during independent learning time. Pupils in key stage 1 work towards group targets, which encourages them to take increasing responsibility for their learning. Governors share your commitment and ambition. They receive detailed information about leaders’ actions and gain first-hand insights into the school’s effectiveness through regular contact with staff, pupils and parents. They have received training to extend their understanding of data relating to pupils’ attainment and progress. Consequently, governors are clear about the school’s strengths and areas for improvement. Safeguarding is effective. Leaders and governors have ensured that safeguarding arrangements are fit for purpose. They have recently commissioned an external review of this aspect of the school’s work to ensure that practices are strong. Staff receive regular training and leaders make checks to ensure that everyone understands their safeguarding roles and responsibilities. As a result, staff are vigilant for any signs that a pupils’ safety or welfare might be at risk. They use the school’s agreed procedures to report any concerns about pupils’ safety or welfare in a timely manner. Leaders respond quickly to these concerns and make referrals to external agencies, when necessary. Pupils I met during the inspection were keen to tell me that they and their peers feel safe in school. They told me that if they are worried about anything, they can speak to an adult or use the ‘let’s talk’ box in the library. Pupils understand the different forms of bullying. They say that bullying is rare and that, if it happens, adults resolve it quickly and ‘put everything right’. Staff teach pupils to stay safe in a variety of different ways, for example, pupils in Year 5 complete a ‘bikeability’ course to learn how to stay safe when cycling on the road. As a result, pupils understand how to keep themselves safe in a range of situations. They know how to use the internet safely and responsibly, including not sharing their personal information online and reporting anything that makes them feel uncomfortable to an adult.

Can I Get My Child Into This School?

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This pupil heat map shows where pupils currently attending the school live.
The concentration of pupils shows likelihood of admission based on distance criteria

Source: All attending pupils National School Census Data 2020, ONS
01905 822700

This School Guide heat map has been plotted using official pupil data taken from the last School Census collected by the Department for Education. It is a visualisation of where pupils lived at the time of the annual School Census.

Our heat maps use groups of postcodes, not individual postcodes, and have naturally soft edges. All pupils are included in the mapping (i.e. children with siblings already at the school, high priority pupils and selective and/or religious admissions) but we may have removed statistical ‘outliers’ with more remote postcodes that do not reflect majority admissions.

For some schools, the heat map may be a useful indicator of the catchment area but our heat maps are not the same as catchment area maps. Catchment area maps, published by the school or local authority, are based on geographical admissions criteria and show actual cut-off distances and pre-defined catchment areas for a single admission year.

This information is provided as a guide only. The areas from which pupils are admitted to a school can change from year to year to reflect the number of siblings and pupils admitted under high priority admissions criteria.

3 steps to help parents gather catchment information for a school:

  1. Look at our school catchment area guide for more information on heat maps. They give a useful indicator of the general areas that admit pupils to the school. This visualisation is based on all attending pupils present at the time of the annual School Census.
  2. Use the link to the Local Authority Contact (above) to find catchment area information based on a single admission year. This is very important if you are considering applying to a school.
  3. On each school page, use the link to visit the school website and find information on individual school admissions criteria. Geographical criteria are only applied after pupils have been admitted on higher priority criteria such as Looked After Children, SEN, siblings, etc.

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